Thanks to the language, the child is capable to evoke passed situations, becoming free itself of the borders of the next and present space in which she remains prisoner, while dived in the pure sensrio-motor stage. On the other hand, also thanks to the language, the objects more are not reached in its condition of pure percipient imediatismo, but inserted in a conceptual and rational picture that enriches the possibility of its knowledge. For the most part of the civilizations, also ours, a value has been given> extraordinary to the verbalizao as form of simbolizao of the phenomena that if they process in the mind. This comes happening to such point that ' ' it caused, practically, a true identification of the thought with linguagem.' ' E, as our civilization is a fact of this, ' ' the collective education tends to force the thought if to constantly subject to the pictures of the constructions gramaticais.' ' Considering the structure of the thought and the structure of the language, especially after the sprouting of the concept of deep structure of the language, the consequence of one on the other seems to become more evident. In one another part it in them presents arguments that really clarify that the existence of the thought without the language is obvious. One of them Is the very common experience to want to state an idea and not to be able to find the way satisfactory to transform it into words. This problem would not exist if the thought was impossible without the language. Not obstante, most of our thoughts involves evidently the language, many times in essential way. The problem, however, to determine which the influence of the language on the thought deserves to be dealt with caution. As already we show previously, when presenting the problem, for example, of concepts as ' ' democracia' ' , ' ' justia' ' , etc., ' ' the scholars are generally in agreement that the words facilitate very in certain types of thought, serving as references or symbols, that if they manipulate without dificuldade.' ' By the way, already for return of the four years of age the child has elements from which already if she can affirm, according to Piaget, that ' ' the thought precedes the language, even so this can play a role important in the direction to concur for the acquisition of more advanced forms of balance and for the production of more flexible representative projects or mveis.' ' Therefore, ' ' our thought is conditional for the linguistic categorizao of the experience, in way that is more easy to operate with codified concepts for one only word of what with concepts for which it does not have an available special word.